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DOMINICAN REPUBLIC
Autonomous University of Santo Domingo
Primacy of America
Founded on October 28, 1538

SUBJECT :
ANIMAL BEHAVIOR - PSI 1130 – 18

TEACHER :
GERALDA DÍAZ CORDERO

ACTIVITY 2 UNIT: 2 DATE: 10/2021

PARTICIPANTS :

Anderson José Romero Germosen……………………… FC2155

Charina Celeste Rivera ………….…………………….. 100103236
Yocelin Del Carmen Gómez Estrella …………………... FA7486
Dorelis Amalfi Alcántara Ureña ……………………….. 100528788
Nellysabe Silva ……………………………... 100528637
…………...
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UNIT 2 ACTIVITIES
GUIDE #1: GENES AND BEHAVIOR

1. Design a diagram with the topic of GENES, where you indicate their concept,
location, structure, role in biological inheritance and traits that indicate their
manifestation in animals?

Concept A gene is a unit of information at a deoxyribonucleic acid locus that

encodes a gene product, either protein or RNA. It is the molecular unit of
genetic inheritance, as it stores genetic information and allows it to be
transmitted to offspring.

Location Genes are on chromosomes, which in turn are located in the nucleus of the
cell.
Structure Genes are arranged, one after another, in structures called chromosomes. A
chromosome contains a single long molecule of DNA, only part of which
corresponds to an individual gene. Humans have approximately 20,000
genes organized on their chromosomes.
Role in biological Genes carry information that determines our traits, that is, aspects
inheritance or characteristics of how we are and that are transmitted to us by
our parents (we inherit them from them). For example, if both your
father and mother have green eyes, you will most likely inherit that
trait from both of them.
Traits that indicate its The gene occurs in the same position on each animal chromosome. Genetic
manifestation in animals traits indicated in animals, such as eye color, are dominant or recessive:
Dominant traits are controlled by a gene on the pair of chromosomes.
Recessive traits require both genes in the gene pair to work together
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2. How is genetics manifested in animal behavior and human behavior?

The study of animal behavior has had decisive importance in the development of scientific
psychology. In two main senses. First, because it is one of the factors that have most
contributed to transforming psychology from a theory of consciousness to a science of
behavior. Second, because, precisely because of this change, the research of animal
behavior has acquired a somewhat privileged and central importance in psychological
science.

Genetics influences the intensity of fear reactions. Genetic factors increase or reduce the
fear reaction of domestic animals.

Genetics is the study of genes and their effects on living organisms. The information
contained in an organism's genes constitutes a biological blueprint for what its appearance,
functions and survival will be like and broadly defines its similarities and differences with
respect to other organisms. Livestock genetics are therefore a critical factor that influences
the production and health of the animals. The Animal Production and Zoo-Genetics Branch
leads FAO's activities in supporting countries in managing the genetics of their livestock
populations.

Any of the genes involved can alter an individual's behavior, but the normal range of
variations in behavior is probably orchestrated by a system of many genes, each with small
effects, as well as by environmental influences.

Behavioral genetics, also known as behavioral genetics, is a discipline that studies the role
of environmental and genetic influences on behavior, with subspecialties focused on the
behavioral genetics of humans and animals.

3. What are the factors that influence the genetic pool of a population called?

 Mutation
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 Genetic drift
 Gene flow
 Toxins

Define them

Mutations: are random errors in the genetic code of an individual, their implication
is the modification of the genetic makeup of the population and alteration of the
natural selection process.

Genetic drift: they are random changes in the relative frequency of alleles in a
population and their implication is the more rapid changes in small populations.

Gene flow is the introduction of genes from other populations. Its implication is
changes in the genetic vote of the population resulting from reproduction between
immigrant animals and members of the population.

Toxins: they are substances generally introduced by humans that influence the
health and survival of animals, implying the modification of the genetic makeup of
the population and alteration of the natural selection process, in some cases they can
cause extinctions.

4. Define the following glossary:

Gene: It is the functional and physical unit of inheritance that passes from parents to
children. Genes are segments of DNA; Most genes contain information to make a specific
protein.

Chromosomes: are structures found in the center (nucleus) of cells that carry long
fragments of DNA. DNA is the material that contains genes and is the fundamental
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building block of the human body. Chromosomes also contain proteins that help DNA
exist in the proper form.

Dexosirribonucleic Acid : DNA , or deoxyribonucleic acid , is the material that contains

hereditary information in humans and almost all other organisms. Almost all cells in a
person's body have the same DNA .

Genetic code is the instructions that tell the cell how to make a specific protein. A, T, C
and G are the "letters" of the DNA code ; They represent the chemical compounds adenine
(A), thymine (T), cytosine (C) and guanine (G), respectively, which constitute the
nucleotide bases of DNA.

Epigenesis : View of development according to which the structures and functions of an

organism arise as a result of the complex interaction between genetic and non-genetic
factors.

Behavior : indicates the actions of a subject or animal in the face of certain external or
internal stimuli. In psychology, human behavior reflects everything we do, say and think
and essentially indicates an action.
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5. There are five types of proteins that influence behavior. Consult P.29 or another
source to explain their functions in animal behavior. You can make a matrix or
synoptic table. Write examples of those ti-proteins?

TYPES OF PROTEINS

Structural proteins of the

nervous system Cognition Behavior Control

Structural proteins of the Provide information about the internal and external
sensory system environment

Neurotransmitters transmit nerve impulses

Hormones Facilitate the development of neuronal structures

Pheromones Influencing the behavior of conspecifics

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6. Explain what the TH experiment consisted of Morgan that allowed him to explain
the molecular bases of biological inheritance. p.26?

To explain what TH Morgan's experiment consisted of, we first have to visit the
Chromosomal Theory of Biological Inheritance ; This theory says that individual genes
are found in specific locations on particular chromosomes and that the behavior of
chromosomes during meiosis can explain why genes are inherited according to Mendel's
laws.

Based on these laws Thomas Hunt Morgan , who studied fruit flies , provided the first
confirmation of the chromosome theory.

Morgan discovered a mutation that affected the color of the fly's eyes. He observed that the
mutation was inherited differently by male and female flies.

According to the pattern of inheritance, Morgan concluded that the gene for eye color must
be found on the X chromosome.

7. Explain the characteristics and traits of prenatal development and postnatal

development?

Characteristics and traits of prenatal development

The prenatal period begins with the moment of fertilization and continues until childbirth;
It is divided into three main stages: The germinal, The embryonic, The fetal.

Germinal Stage : From fertilization to 2 weeks It occurs during the initial phase of
pregnancy; At this time, the mother still does not realize that she is expecting a child, even
though slight changes begin to happen in her body.

Embryonic Stage : From 2 to 8 weeks It is critical, in which the embryo presents great
vulnerability and is in a phase of development that will determine whether it implants in the
uterus or not. During this stage the organs and major systems of the body develop rapidly.
The mother may present physical symptoms such as: breast sensitivity and inflammation,
fatigue and nausea, among others.
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Fetal Stage : From 8 weeks to birth During this stage the first bone cells appear, the fetus
grows quickly, is able to move more easily, is able to swallow, makes fists, hiccups and
moves its legs.

Characteristics and traits of Postnatal development

Postnatal development : It includes from birth to the death of the human being, the
following phases or periods are distinguished: Breastfeeding, first and second childhood,
puberty, adolescence, maturity, old age.

Breastfeeding : It covers from birth to the first year of age. Breast milk is the best and only
food that a mother can offer her child as soon as it is born, not only for its nutritional
content, but also for its emotional contribution, since the emotional bond established
between the mother and her baby constitutes a special, singular and intense experience,
which links the father and the family.

Early childhood : It includes from the beginning of the second year of life to the middle of
the sixth year and three subsections can be distinguished: the age of language acquisition
(from 1 year to 2 years and 6 months), the first age of obstinacy , climbs stairs alone (from
2 years and 6 months to 3 years and 6 months) and serious play age, runs more evenly, can
wash and dry hands alone (from 3 years and 6 months to 5 years and 6 months).

Second childhood : It covers from 5 years and 6 months to 10 years in girls and 12 years in
boys and is divided into three periods, the age of the first change of configuration of 5 years
6 months, middle childhood of 6 years 6 months to 9 years and late childhood from 9 to 10
years 6 months in girls and from 9 to 12 years in boys. F. Cognitive: The child develops
perception, memory, reasoning, etc. F. Affective: Insofar as the child leaves the family
environment where he is the center of everyone's affection to go to another environment
where he is a number in the crowd; where he learns and develops the feeling of duty,
respect for other people's rights, self-love, self-esteem, etc. F. Social: School contributes to
extending social relationships that are more incident to personality.
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Main characteristics in this stage: Learn not to externalize everything, then interiority
emerges. They are tremendously imitative, hence they need the good example of their
parents. The child becomes more objective and is able to see reality as they are. Add,
substract, multiply and divide things, not numbers. Acquire a firmer behavior about your
emotional realities.

Puberty : puberty itself begins in girls with the first menstruation on average at the age of
13, in boys with the first pollution at approximately the age of 14. There is also a rapid
increase in height, increase in weight, appearance of secondary sexual characteristics; in
women: breasts, hips, etc. In men: Greater muscle development, physical strength,
increases the width of the back, change in voice, hairiness on the face, etc. Cognitive
development: Does not confuse what is real with what is imaginary and therefore can
imagine what could be. Affective development: Presents great intensity of emotions and
feelings. There is disproportion between the feeling and its expression Social development:
Growing emancipation of parents. He seeks independence, but at the same time he seeks
protection from them. There is a mutual lack of understanding (with their parents). Sexual
development: Tendency to separate between boys and girls. Great curiosity about
everything related to sexuality

Adolescence : It occurs between 15 and 16 years of age in girls and 16 and 17 in young
men. Cognitive Development: Adolescence is the stage where formal logical thinking
matures. So your thinking is more objective and rational. The adolescent begins to think
abstracting from the present circumstances, and to develop theories of all things.
Motivational development: The following reasons stand out in the adolescent: Need for
security: The adolescent may suffer insecurity due to physiological changes, emotional
incoherence or lack of of confidence in one's own judgments and decisions. Need for
experience: Fruit of development and maturation that in all its aspects are dependent on
experience. This desire for experience is clearly manifested in "vicarious" activities (TV,
radio, conversation, cinema, reading, games, sports). Affective development: It is difficult
to establish whether or not adolescence is a period of greater emotional instability. But
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nothing prevents us from recognizing the emotional richness of the adolescent's life and its
originality.

Social development : Both cognitive, motivational and affective development speed up the
socialization process. The adolescent has some tendencies in his social behavior that should
be noted: *As he grows, his social experiences are greater and more varied. *This greater
contact with society favors a more real knowledge of society. *Greater awareness of others,
as well as a progressive awareness of belonging to a social class Sexual development:
Adolescent sexuality is not only a psychophysiological phenomenon, but also a socio-
cultural one. The values, customs and sexual controls of the society in which the adolescent
lives largely determine his attitude and psychosexual behavior.

Maturity : It is a stage between 25 and 60 years, where the body reaches its final height
before the age of 30 and then continues its development slowly. Develops adult
intelligence, experience (more intuition than stereotype). Although as is known, its
beginning and end depend on many personal and environmental factors. At this stage of life
the individual normally reaches the fullness of their biological and psychological
development. His personality and character appear relatively firm and secure, with all the
individual differences that can occur in reality. There are adults with a firm and secure
personality capable of effective conduct in their performance in life; There are others with a
personality that is not so firm or secure; Finally, there are those who suffer from a poor and
deficient way of being (personality) that leads them to ineffective and even abnormal
behaviors.

Old age : Understood when the person reaches 60 years of age or older. With this the
sensory register; storage and processing of information. Wisdom: experience, pragmatic
principles, contextual approach, acceptance of uncertainty and recognition of individual
differences. It is characterized by a growing decrease in physical strength, which, in turn,
causes in the majority a noticeable and progressive decline in the qualities of their mental
activity.
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8. What are the techniques or methods that scientists use to study the relationship
between genes and behaviors. Define them, p.41- 44.?

Among the techniques that some scientists use to study genes and behaviors are the
following;

Selective Crossing: It is the determination of male and female parents to hybridize them;
either in pairs, or by mechanical mixing of (pollen if used in agronomy or gamete if used in
veterinary medicine) of male individuals selected to fertilize females also selected for their
characteristics.

Gene Insertions: It is a type of mutation that involves the addition of genetic material. An
insertion mutation can be small and involve a single base pair of DNA, or large and involve
a fragment of a chromosome.

Crossing and Hybridization: It is the process through which plants or animals of different
genetic constitution are crossed, with the aim of achieving a result or product with the
desirable characteristics present in the parents.

Genetic Fingerprinting: It is a process where DNA molecules are radioactively marked

and separated from each other based on their molecular weight and electrical charge.
Within this procedure it is also possible to evaluate the relationship between two animals.

Among others…
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9. Define and give examples: Defeminization, Masculinization, Polygeny, Pleiotropy:

Defeminization: It is the loss of female secondary sexual characteristics that includes

breast atrophy and increased muscle mass, which are also rare in functional disorders and
requires neoplasia to be ruled out.

Example: In women resulting in excessive growth of dark or thick hair in a similar pattern
to men: face, chest and back. Extra hair growth is often due to excess male hormones.

Masculinization: It is the appearance of typically male secondary sexual characteristics

that includes hirsutism, acne, alopecia.

Polygenic: It is one whose phenotype is influenced by more than one gene. Traits that show
a continuous distribution, such as height or skin color, are polygenic.

Pleiotropy: It is a situation in which a single gene or allele affects several different

phenotypes. It occurs when a pair of alleles determines more than one phenotype. So a
single gene controls several characteristics of the phenotype that in some cases are
unrelated. The gene responsible for pleiotropy is called pleiotropic.

A typical example in humans is Marfan syndrome.

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10. Make a parallel with the names of phenotypic traits and genotypic traits?

Phenotypic Genotypic

It mainly refers to physical and morphological They are the genes in DNA format that a human being,
elements such as hair color, skin type, eye animal or plant receives by inheritance from parents.
color.

It is the sum of the visibly evident features of It consists of the genetic code, it makes an organism the
an organism. way it is.

It manifests externally. It manifests internally.

It is the trait that we can observe, with a It is the genetic code of the cells of an organism that
physical characteristic or as a behavior. determines the characteristics of an individual.

The hereditary information that was given to It depends on the environment and nutrition.
an individual by his or her parents.

All hereditary information of an individual. Contains observable features.

GUIDE #2. QUESTIONNAIRE

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BEHAVIORAL DEVELOPMENT: Maier's Book, Chapter: 3, Pages: 51-71

1. What are the factors that influence the development of animal behavior?

The degree of flexibility in behavioral development allows animals to adjust their behavior
to changing conditions; There is also considerable consistency related to evolutionary
homeostasis that allows animals to react to their conspecifics in a relatively predictable
way.

2. What are Konrad Lorenz's contributions to the study of the development of bird
behavior? Define the types of imprints and give examples .

Lorenz studied instinctive behavior in animals, especially common geese and western
jackdaws. Working with geese, he investigated the principle of imprinting, the process by
which some nidifugous birds (that is, birds that leave their nest early) instinctively bond
with the first moving object they see within the first few hours of hatching.

After his study of filial imprinting, Lorenz observed that when the birds reached sexual
maturity they began to exhibit courtship behaviors and sexual approaches, which later
became known as sexual imprinting.

Filial imprint: it occurs in the first 16 hours and consists of following the first object it
sees

Sexual imprinting: it is the development of the tendency to direct sexual behaviors to the
type of animal or object that was present during the sensitive period.

For example, males imprint themselves on the color of their mother's belly and when they
become adults they are very likely to choose the sexual partners they attract.

3. What are the behaviors that mammals develop in their sensitive period?
Exemplified.
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Mammals are capable of classifying objects, as well as learning the rudiments of language.
For example, a female dolphin named Phoenix was instructed to respond to acoustic signals
generated by a computer broadcast in a pool. The signals were whistle-type signals similar
to those that dolphins use. they use to communicate. Another female dolphin named Ake
was also taught, but in a gestural type of language, in this case they were arm and hand
movements. In the case of dolphins, they can receive various instructions such as
swimming under, fetching and shaking.

4.Explain the behavioral development of birds. Build a matrix with the traits they
develop in the sensitive period (singing, pecking and imprinting). How does this
development occur in altricial and precocial birds?

The most effective period for the development of filial imprinting occurs thirteen to sixteen
hours after hatching; later on, the chick develops a marked fear of unknown objects.

SINGING PECKING IMPRINT

Songbirds develop elaborate songs The domestic chicken must be The mother is always present and it is
that allow them to communicate in able to peck with relative unlikely that another object or animal
complex ways. precision will be next to the chicks on a consistent
basis.
Birds use singing in many contexts, It is necessary that the chicks of The black molotro presents a very
attracting sexual partners, precocial birds develop subtle type of learning that influences
defending territory. relatively precise pecking the development of singing.
quickly and early.

Altricial birds such as songbirds are born poorly developed, so they cannot move on their
own and have their eyes closed for a certain time after hatching; artificial species do not
develop the filial imprint.

Precocial birds such as the domestic hen must be able to peck accurately shortly after
hatching otherwise they would die of starvation.
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5.Observe animals in your environment to identify innate behaviors and learned

behaviors. Indicate the name of the animals and their behaviors.

Animal innate behavior learned behavior

Dog Barks, wags its tail Go after its owner, play
Cat Meows, licks Catch mice, get on the chair

GUIDE 3. THE LEARNING

1, What is behavioral learning?

Behavioral learning is defined as a relatively permanent change in behavior that reflects a

situation of knowledge or skills through experience, that is, it includes any change due to
simple maturation, therefore, they must be reasonably objective and measured.

2. What are five characteristics of learning in animals?

 Feeding
 Defending
 Reproduction
 Acquisition of a skill
 Sexual difference.

3. What are the types of learning? Define them. p 77-90.

Habituation : It is defined as the development of the tendency to relate with less intensity
to a stimulus presented repeatedly without having any effect on the animal.

Classical conditioning : also called Pavlovian conditioning, the development of a response

to a previously neutral stimulus. This allows us to develop a sensitivity or a signal that
indicates the imminence of a biologically important event.
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Operant conditioning : It is a more active type of learning in which, as the name indicates,
the animal operates in the environment to produce favorable consequences.

Temporal learning: The ability to learn time intervals is similar to operant conditioning.
Temporal learning involves an association between time and reinforcement.

Spatial learning : It is the acquisition of information about the spatial relationships of

history that is important for an animal to find suitable places and effective routes to nest or
build its burrow, protect itself from predators and inclement weather, and obtain food.

Social learning : It is defined as the transmission of acquired skills or information obtained

by one animal (the model or tutor) to another animal (the observer).

Visual social learning : Experimental evidence suggests that an octopus (Octopus vulgaris)
can learn by watching another octopus perform a discrimination task.

Olfactory social learning : Rats that do not seem to present visual social learning in
response to quite complex olfactory social learning are capable of exchanging information
about what they have been eating apparently through olfactory cues.

Auditory social learning The development of a songbird song involves

4. What is a cognitive map? Cognitive maps are a mental encoding or representation

of spatial relationships.

Explain its importance for animals. They are of great importance since with these maps an
animal can use the stored information to strategically plan routes, so that it is difficult or
impossible for its potential predators to predict its movements.

Read and highlight animal experiments. State your conclusions.

Edward Tolman and his collaborators carried out a classic experiment that provided
unquestionable evidence that rats used cognitive maps. The researchers let the cats move
freely through a maze so that they had the opportunity to explore it and become familiar
with it. In this test it was proven that the rats follow the shortest route between two points
even though they had not previously had the experience of running the path that joined
them. The researchers concluded that trial-error learning does not explain the behavior of
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the rats. It seemed reasonable to assume that the rats had built a cognitive map that allowed
them to solve the problem.

James Gould demonstrated that the movements of honey bees (Apis mellifera) are
consistent with the cognitive maps hypothesis. This trains a group of bees to move from the
hive to a feeding place located at point A. Next, I transported it inside a closed box in
which no light entered to another point B. Once released, all the birds flew directly to point
A, even though it was impossible for them to see the destination from point B. . Gould
concluded that the bees had constructed a cognitive map of the area that allowed them to fly
in a straight line to the food source.

Another more surprising experiment also offered results consistent with the cognitive maps
hypothesis. The researchers trained forager bees to feed in a boat in the middle of a lake.
When they returned to the hive, their dance was not effective in recruiting their mates to
head towards the food source. But when the boat moved to a point on the shore at the same
distance from the hive, the foragers had no problem recruiting their companions to the boat
(Dyer, cited by Goul) concluded that the cognitive explanation given to these results was
that the bees had built a cognitive map in the area and under normal conditions it was not
feasible to find food in the middle of the lake, however finding food along the shore was a
feasible possibility.

Other experiments carried out with geese suggest that these animals are also capable of
building cognitive maps, a group of domestic geese are transported in a truck following a
very elaborate route and then released in an area completely unknown to them. The geese
knew how to orient themselves in the correct direction and followed a much more direct
route to the place where they came from. The results obtained from such a simple
experimental manipulation suggest that geese obtain information about direction and
distance simply by observing the landscape. It was found that if the geese were covered for
part of the journey, when released, they oriented in the direction that would be appropriate
if they had moved only while they could access the visual clue of the landscape.

GUIDE #4: CONGNITION.

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Consult the Book of R. Maier, chapter 5 pages 99-121. and answer the following
questions:

1. What is cognition?
It can be defined as the ability of living beings to obtain information from their
environment and, based on its processing by the brain, to interpret it and give it meaning.

2. What types of concepts do dogs form when they are domesticated?

Abstracts: The animal must be able to extract a principle applicable to different situations.
Object: The animal recognizes objects when presented to it. Pigeons form concepts of food
, water, tree .
3. What are the factors that could have influenced the extraordinary cognitive
development of human beings (118-119)?
Given that climate-related factors alone cannot account for the observed variation in brain
size over time, other possible effects must be considered, and especially those exerted by
social and linguistic factors. .

4. What are the types of complex cognitive processes in animals? Define them

1. Attention: focuses on the ability of animals to distribute attention to the different

properties of a stimulus.
2. Categorization: Following the pioneering research of Richard Herrnastein there
have been a large number of studies on the ability of birds to distinguish between
categories of stimuli, including the types of ill-defined categories used in everyday
human language.
3. Memory: it has been applied to the categories developed to analyze memory in
humans: short and long term and working memory and it has been detected that
some of the characteristic phenomena of human short-term memory (serial position
effect) also occur. in animals, particularly monkeys.
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4. Special cognition: The ability to navigate and visual search are critical activities for
many animals.
5. Reinforcement of problem solutions : the study of tool use is closely linked to the
ability to reason and solve problems. Wolfgang Kohler observed that the way in
which chimpanzees solved problems such as getting bananas placed out of their
reach was not through of trial and error but clearly on purpose.
6. Language : In addition to the language experiments in primates mentioned above,
there have been other more or less successful attempts to teach the language or
similar system to non-primate animals, such as Parrots and Woodpeckers.
7. Consciousness: The hot debate about whether animals have consciousness or self-
concept is also related to the concept of animals.
8. Mathematics: Some animals distinguish between different quantities and use
rudimentary accounting.

Give examples of experiences or situations in which you have seen certain animals
form concepts. Differentiate concepts of objects and abstract concepts.
It is a kind of test where everything related to an animal is found. It is very important
because through this we can investigate, analyze and thus expand our knowledge of the
importance of the animal species.

Read and highlight animal experiments. State your conclusions

Dog experiments Ivan Paulov tried to find what caused the state or process of salivation in
dogs and discovered the conditioned stimulus.
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ACTIVITY 5

View and analysis of video content. Apply the SEQUyA strategy

https://www.youtube.com/watch?v=VHA2lcGZ9sQ . Ethology: Huxley and Lorentz

Write the title of the video Animal behavior

In the following matrix or table, write in the first column what you know about the topic of
the video (I KNOW), and what you want to know (QU)
Now watch the video, then proceed to write what you learned in the third column (yA).

What I know (SE) I want to know it What I learned (yA)

(WHAT)
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I know that all animals have What are those behaviors that From the day they are born, animals acquire
different types of behavior, certain animals have. different types of behavior. All types of
all with one different from How and from when they begin to animal behavior:
the others. have certain behaviors. -Innate:
-Learning
-Instinct
-Fixed action patterns
Imprint.
-Associative learning
-Learning by trial and error
-Room
-Learning by observation
-Intuition

Write your learnings, conclusions or reflections.

By watching this video, what I was able to learn is that all animals acquire behaviors when
each of them is born, an example of this could be the turtle that immediately goes to the
water when it is born, it is an innate behavior which means that it is pre-programmed in an
organism and can be performed in the middle of a signal without having had prior
experience.

Reply

Which concepts from unit 2 are highlighted in the video?

The different types of animal behavior
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Conduct
Learning.
What behaviors does an intelligent animal or human being generate?

 Long or short term memory

 Adaptation
 Distinction
 Behavior control
 Fitness
 Socialization
 Express emotions
 Among the animals that could stand out in these types of behaviors are: The
dolphin, the octopus, the chimpanzee, the parrot, the pig, the rats, the elephant and
the crow.

What new concepts does the video present to you?

Habituation: refers to the process in which, when faced with a repeated stimulus, the
response becomes less and less intense.
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Bibliographies.

Maier, R., (2001, Page 26, pages 41-44., chap. 3, p.:51-71., p. 77-90., chap. 5.: 99-121) Animal
behavior: an evolutionary and ecological approach. Edited by; McGraw-Hill.

https://www.youtube.com/watch?v=VHA2lcGZ9sQ . Ethology: Huxley and Lorentz

Papalia, D., & Hill, M., (2012). Human development.

Structure of Genes., Extracted from: https://mundogenetica.jimdofree.com/tem%C3%A1ticas/1-

bases-moleculares-de-la-herencia/1-2-estructura-y-partes-de-un -gen/ .